How did democratization impact upon foreign policy of Brazil Essay

How did democratization impact upon foreign policy of Brazil - Essay Example The Geography and Demographics of Brazil Brazil has always had a unique sense of its identity as a continental country. Because of its vast land area and its sizable population it is, like the United States, Russia, China and India, bound to perform an important role in the international community. A country this size, dominating the greater part of South America, is bound to exert economic and political influence in the region and the world. It has, after all, the world’s eighth largest economy and fifth-largest land territory in the world (Da Cruz, 2005, p. 115). For instance, the magnitude of its people’s progress – 24 million Brazilians elevated from poverty, and 31 million more joining the middle class – is bound to create a sizeable ripple in the world economy (Vincent, 2010). The problems and challenges facing Brazil, and the manner in which she resolves them, will tend to exert an impact upon other states because of the country’s sheer size (Lafer, 2000, p. 208). The following figure shows a map of Brazil and its smaller neighboring states. Map of Brazil Source: http://www.brazil-travel-northeast.com/maps-of-brazil.html Aside from its geography and demographics, Brazil’s uniqueness lies in its remarkable history. ... Brazil’s international identity places it at an advantage; although a former colony, it was distanced from international tensions that had occupied other nations in their search for a unique national identity. Brazil’s post-colonial history Brazil gained independence from the colonizers in 1822, and after that it gained freedom from monarchical rule in 1889 through a military overthrow. Between these years, a legitimate monarchy gave way to a well-established oligarchic republic where power was wielded by industrialists, coffee growers, and cattle ranchers (Lafer, 2000; Maitra, 2007). From 1889 to 1930, the country was run as a constitutional republic (i.e., the â€Å"First Republic†) with its old provinces granted autonomy as states, and collectively governed under the formal name, â€Å"The United States of Brazil.† In 1930, the Brazilian Revolution marked the end of the old republic and installed Getulio Dornelles Vargas in power. For this reason, 1930 to 1945 is known as the Vargas Era. While the early years had the benefit of a democratically eleted legislature, the years 1937 to 1945 saw Vargas transform into an authoritarian ruler who had abolished the former Constitution in a coup d’etat, shut down Congress, and assumed dictatorial powers. In 1945 Vargas was deposed, and the country redemocratized (Levine, 2003, p. 97). The subsequent period saw a populist regime followed by unsuccessful economic programs, for which reason the military intervened in 1964 in a revolutionary coup which again, as before, ended in dictatorship by 1985 (Levine, 2003). By 1985, democracy was again established, giving way to the first directly elected president (after the military regime) in 1989, in

Viruses Research Paper Example | Topics and Well Written Essays - 1250 words

Viruses - Research Paper Example There are millions of types of viruses present in the world. A few thousands have been explained and studied in detail. Viruses can survive in severe and extreme conditions of temperature, pressure and atmosphere and hence cannot be easily destroyed or eliminated from the environment. Viruses can be found in almost all environments on earth. Isolated viruses are not living organisms because they cannot reproduce, grow or multiply unless they are present in a human or animal cell. The virus attacks the human, animal or plant cell, takes over the controlling and mechanism of the cell and starts producing products that are harmful for the body. The infected cell will now produce harmful products instead of its usual products (Mandal 41-76). Viruses are of various shapes but the basic structure of a virus always is composed of three parts. The nucleic acid is the main part of a virus and it is either a DNA or RNA. It is responsible for giving a virus its unique characteristics and helps to reproduce. The nucleic acid is protected by covering made from protein which is called the capsid; its purpose is to protect the nucleic acid from any sort of harm. The lipid membrane is a layer which is present over the capsid and is meant for protection. However this layer is not necessarily present in all viruses. Viruses can be transferred from organism to organism in different ways. Either the various can enter the body through direct contact with the organism contaminated with the virus. Some flying insects can carry the virus and transfer that virus to other organisms. Insect bites can also lead to a transfer of virus from one body to another. Contaminated food and water can also lead to the transfer of viruses. Viruses are responsible for a number of diseases like flu, cough, fever, measles, polio, hepatitis, yellow fever, small pox, Human immunodeficiency virus, rabies, influenza, diarrhea, etc. Among these diseases some are easily curable through regular medications and precautions but some of them are extremely difficult to take care of; the treatment is usually very expensive and besides the cost it is usually not sure that the medications will prove beneficial or not. Some of the diseases caused by viruses even do not have a cure and they ultimately lead to the death of the suffering person. Viruses can also cause certain types of cancer. For some of the diseases caused by viruses of which a proper cure is not present, the people are advised to take particular vaccines in order to keep themselves protected from the viral attack. By the use of vaccines the human body builds up the immune system to fight against any such viral attack and in this way the virus fails to attack the human cell and thus the human remains protected from those diseases which have no proper cure and are considered as life threatening diseases. The vaccines help develop antibodies in the human so that whenever such viruses are encountered by the human cells they can devel op antibodies to fight away the virus. In the earlier times when there were no vaccines many people used to die because of these incurable diseases but with the development of vaccines death rates have considerably reduced due to these diseases. The humans during the starting years of their lives are made to take vaccines against a number of viral diseases that are practically incurable in order to protect

Ethics of Human Cloning Essay Example for Free

Ethics of Human Cloning Essay In 1971 James D. Watson claimed that one day human cloning would be workable and noted that â€Å"as many people as possible be informed about the new ways for human reproduction and their potential consequences, both good and bad†(Burley and Harris 2001, p. 69). Watsons statement was given little attention. In 1997, the birth of Dolly, today the worlds most famous sheep, caused widespread public excitement. Dolly became artificially produced clone and proof that cloning large animals like sheep or humans would be possible. More importantly perhaps, Dolly raises many different sorts of important questions for human beings. Human cloning has been met with widespread unease all over the world and generated a series of ethical issues that will be discussed in this paper. Main Body In opposition to productive cloning it is asserted that the method would be causing danger to human beings. For example, Dr Harry Griffin, the director of the Roslin Institute, Scotland, that successfully cloned Dolly the sheep indicates that: It would be irresponsible to try and clone a human being, given the present state of the technology†¦. The chances of success are so low it would be irresponsible to encourage people to think theres a real prospect. The risks are too great for the woman, and of course for the child (Griffin, 2001). However, while the possible success regarding human cloning may be low and there may be risks of undeveloped embryos, against this it could be claimed that similar arguments could have been directed against the potential efficiency of in vitro fertilization techniques (IVF). IVF was once considered unsuccessful but today is a well-developed and valued treatment for infertility. IVF would never have developed if negative reasons such as this were successfully used to oppose it. A second concern on the subject of human cloning is about the motivation of those who would want to clone themselves and others. On the one hand, it might be accepted that human cloning would make possible for infertile couples to produce genetically related children. On the other hand, there seems to be a worry that people may use human cloning not in order to found a family but with purpose to make a copy of themselves. In addition, there may be people who hope to produce copies of other living or dead individuals. For example, it was this motivation for cloning that was the theme of the fictional film The Boys from Brazil. In the film Hitlers genotype was cloned to produce a Fuehrer for the future (Harris 1998, p. 169). However, any clone of an existing person will not be a copy of that person. Having the same genotype as another individual does not make a clone the same individual and it is probable that effects from the egg and from the environment would make any clone considerably different from their genetic twin. While this may be so, it could be likely that those who employ human cloning with purpose to produce a copy of themselves or others will not be proper parents. As a result, the welfare of any produced child will suffer. The motivation of many parents to produce a child may also not withstand close examination. What would be a good motivation for wishing to have a sun or daughter? It could be claimed that all motivations to bring to birth a child are based, at least to some degree, on the selfish feelings of future parents. A third main concern on the regard of human cloning involves these kinds of worries about the well-being of the produced child. It may be possible that any child born as a result of nuclear somatic transfer cloning will experience disadvantage either because he/she is robbed of his/her genetic identity or because he/ she will not have an open future (Harris 1998, p. 169). To what extent is a cloned person robbed of his/her genetic identity? While most human beings are genetically unique, there seems to be no indication that permitting the birth of genetically identical twins derived from a single fertilized ovum robs anyone of their genetic identity or even that the fact that twins of this kind share a genetic identity is causing harm to these individuals. It could be stated, therefore, that it thus seems not clear why this factor should make human cloning unethical. It has been indicated (Holm, 1998) that clones created by means of nuclear somatic transfer cloning will live their lives in the shadow of their older genetic twin. As a result, the clones will not have the open future that most of ordinary people have and, it might be argued, human beings have a right to. Soren Holm, for example, argues that: Usually when a child is born we ask hypothetical questions like How will it develop? or What kind of person will it become? and we often answer them with reference to various psychological traits we can identify in the biological mother or father or in their families†¦In the case of the clone we are, however, likely to give much more specific answers to such questions. Answers that will then go on to affect the way the child is reared (Holm, 1998, pp. 160-161). Holms point of view is that producing a clone that lives life in the shadow of an older genetic twin is unethical as: It diminishes the clones possibility of living a life that is in a full sense of that word his or her life. The clone is forced to be involved in an attempt to perform a complicated partial re-enactment of the life of somebody else (the original) (Holm, 1998, p. 162). This means that while people usually claim for the importance of the moral principles of respect for individual autonomy or the power to make a decision for oneself without influence from outside, people are violating these principles by robbing clones this opportunity to live their lives in the way they want. The way the clones were produced will putt them in a position where they are living in a shadow. However, even if this claim is true that clones would live in the shadow of their genetic originals, it is not obvious that this fact should compel people to prohibit human cloning. Arguments that compel people to consider the well-being of a resulting child are questionable. It has been claimed that a person is only wronged by being brought to birth if he/she has a life so bad that it would be a cruelty rather than a kindness to bring it into existence (Bennett and Harris, 2002, p. 323). This kind of unfortunate existence is sometimes characterized as an unworthwhile life. An unworthwhile life would be a life of extremely negative experience and worsening. Other lives that may be not perfect, but not so worthless as to deprive that individual of an amazing experience of living, are termed worthwhile lives. In this regard, the statement is that as long as a person is likely to have a worthwhile life he/she is not disadvantaged by being brought to birth. Thus, even if a human clone is likely to have a life that is somehow less than ideal, his or her suffering is unlikely to be such that it makes life unworthwhile. It could therefore be claimed that while being born a clone may not be the ideal way of coming into the world, it is the only opportunity of existing in this world and to have a life that is likely to be worth living. If this position was considered, it would establish human cloning as ethically acceptable at least on the grounds of giving the child a right to exist. Conclusion The topic human cloning has a number of ethically puzzling if not problematic features. Cloning will be one of the most hotly debated and least well-understood phenomena in near future. Today human cloning meets with overwhelming opposition. However, it is clear that human cloning turns out to be the perfect embodiment of the ruling possibilities for new age.

Differences between essentialism and perennialism

Differences between essentialism and perennialism Perennialists believe that the focus of education should be the ideas that have lasted over centuries. They believe the ideas are as relevant and meaningful today as when they were written. They recommend that students learn from reading and analyzing the works by historys finest thinkers and writers. Essentialists believe that when students study these works and ideas, they will appreciate learning. Similar top perennialism, essentialism aims to develop students intellectual and moral qualities. Perennialist classrooms are also centered on teachers in order to accomplish these goals. The teachers are not concerned about the students interests or experiences. They use tried and true teaching methods and techniques that are believed to be most beneficial to disciplining students minds. The perennialist curriculum is universal and is based on their view that all human beings possess the same essential nature. Perennialists think it is important that individuals think deeply, analytical ly, flexibly, and imaginatively. They emphasize that students should not be taught information that may soon be outdated or found to be incorrect. Perennialists disapprove of teachers requiring students to absorb massive amounts of disconnected information. They recommend that schools spend more time teaching about concepts and explaining they are meaningful to students. Perennial means everlasting, like a perennial flower that comes up year after year. Espousing the notion that some ideas have lasted over centuries and are as relevant today as when they were first conceived, Perennialism urges that these ideas should be the focus of education. According to Perennialists, when students are immersed in the study of those profound and enduring ideas, they will appreciate learning for its own sake and become true intellectuals. For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds at their most essential level, do not change. A Perennialist views nature, human nature, and the underlying principles of existence as constant. The principles of knowledge are enduring. Truth never changes Teaching these unchanging principles is critical. Humans are rational beings, and their minds need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing students growth in enduring disciplines. The loftiest accomplishments of humankind are emphasized- the great works of literature and art, the laws or principles of science. The study of philosophy is thus a crucial part of the Perennialist curriculum. Perennialists regard essentialism, and its view that knowledge stems primarily from the empirical findings of scientists, as undermining the importance of our capacity to reason as individuals; that is, to think deeply, analytically, flexibly, and imaginatively. Perennialists emphasize, though, that students should not be taught information that may soon be obsolete or found to be incorrect because of future scientific and technological findings. Perennialists criticize the vast amount of discrete factual information that educators traditionally have required students to absorb. Perennialists urge schools to spend more time teaching about concepts and explaining how these concepts are meaningful to students. Particularly at the high school and university levels, Perennialists decry undue reliance on textbooks and lectures to communicate ideas. Perennialists suggest that a greater emphasis be placed on teacher-guided seminars, where students and teachers engage in Socratic dialogues, or mutual inquiry sessions, to develop an enhanced understanding of historys most timeless concepts. In addition, Perennialists recommend that students learn directly from reading and analyzing the Great Books. These are the creative works by historys finest thinkers and writers, which Perennialists believe are as profound, beautiful, and meaningful today as when they were written. Perennialists lament the change in universities over the centuries from places where students (and teachers) pursued truth for its own sake to mere glorified training grounds for the students careers. They believe that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. The emphasis in this conservative perspective is on intellectual and moral standards that schools should teach. The core of the curriculum is essential knowledge and skills and academic rigor. Schooling should be practical, preparing students to become valuable members of society. It should focus on facts-the objective reality out thereand the basics, training students to read, write, speak, and compute clearly and logically. Schools should not try to set or influence policies. A Perennialist asks, What are the essential things a student must know? Within a Perennialist curriculum, activities are tied to the past and not to what is essential right now. The Perennialist values the past but he or she likes the back to basics movement inasmuch as the basics are the learnings of the great minds of the past. Students should be taught hard work, respect for authority, and discipline. Teachers are to help students keep their non-productive instincts in check, such as aggression or mindlessness. For the Perennialist, a great education is a study of the classics. A Perennialist teacher holds fast to a constant curriculum and holds fast to concrete materials that define what he or she will teach (rather than assessing the class and meeting the students needs). A great proponent of Perennialism is Mortimer Adler, Professor of Philosophy at Columbia University. He wrote the Paidea Proposal. His basic tenant is that an individual learns best by studying the classics. The Paideia program seeks to establish a course of study that is general, not specialized; liberal, not vocational; humanistic, not technical. Only in this way can it fulfill the meaning of the words paideia and humanities, which signify the general learning that should be in the possession of every human being. The child should be taught certain basic subjects that will acquaint him/her with the worlds permanencies: English, languages, history, mathematics, natural sciences, the fine arts, and philosophy. The child should learn reading and writing, how to speak and how to listen. He is a social being and lives in a community of men. Thus he must use his reason his powers of rationality to communicate with other men. The three Rs ARE important. Perennialists hold that subject matter should be the center of the curriculum. They feel that greater educational opportunities have lowered standards in the schools. They are particularly critical of the progressives who have placed emphasis on the interests of the child and teaching through activity and freedom. Education should introduce the pupil to the universal concerns of mankind thorough the study of the great works of literature, philosophy, history, and science. Such works represent mans finest insights into his own nature. The insights presented in these works are eternal. They do not change; they are never dated. In this way, s/he learns truths that are more important than any s/he could find by dipping into this or that in the contemporary scene, or by pursing his own interests. Education requires hard work and effort. If the student is interested in the subject, well and good, but if not, s/he still must be required to do the tasks. After all, the student does not know what s/he will need in the future. Motivation is fine, and if the teacher can provide it, well and good, but if not, the student must work at the task regardless. Discipline in the classroom is essential to learning. A noisy classroom is not a desirable place for learning to take place. Order is vital. Students cannot always think of the future. Consequently, teachers and parents must help students overcome their desire for immediate ends and direct them to future objectives. Self-discipline is fine, but most of the times it is insufficient. Adults therefore must give direction. The classroom is teacher-centered. The teacher as a professional is far more likely to know what her students will need to know in the future than do they. S/he is responsible for the education and intellectual growth of his/her students. Education requires the mastery of content, of subject matter. Education requires mental discipline. Study is hard work. Concentration and effort is required. Students must therefore being culturated in the process. Essentialism Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects and that these should be learned thoroughly and rigorously. An essentialist program normally teaches children progressively, from less complex skills to more complex. An Essentialist will usually teach some set subjects similar to Reading, Writing, Literature, Foreign Languages, History, Mathematics, Science, Art, and Music. The teachers role is to instill respect for authority, perseverance, duty, consideration, and practicality. Essentialism strives to teach students the accumulated knowledge of our civilization through core courses in the traditional academic disciplines. Essentialists aim to instill students with the essentials of academic knowledge, patriotism, and character development. This traditional approach is meant to train the mind, promote reasoning, and ensure a common culture. Essentialism tries to instill all students with the most essential or basic academic knowledge and skills and character development. Essentialists believe that teachers should try to embed traditional moral values and virtues such as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality and intellectual knowledge that students need to become model citizens. The foundation of essentialist curriculum is based on traditional disciplines such as math, natural science, history, foreign language, and literature. Essentialists frown upon vocational courses. In the essentialist system, students are required to master a set body of information and basic techniques for their grade level before they are promoted to the next higher grade. The content gradually moves towards more complex skills and detailed knowledge. Essentialists argue that classrooms should be teacher-oriented. The teacher should serve as an intellectual and moral role model for the students. The teachers or administrators decide what is most important for the students to learn with little regard to the student interests. The teachers also focus on achievement test scores as a means of evaluating progress. The essentialist classroom is centered on students being taught about the people, events, ideas, and institutions that have shaped American society. Essentialists hope that when students leave school, they will not only possess basic knowledge and skills, but they will also have disciplined, practical minds, capable of applying lessons learned in school in the real world. Essentialism is different from what Dewey would like to see in the schools. Students in this system would sit in rows and be taught in masses. The students would learn passively by sitting in their desks and listening to the teacher. An example of essentialism would be lecture based introduction classes taught at universities. Students sit and take notes in a classroom which holds over one h undred students. They take introductory level courses in order to introduce them to the content. After they have completed this course, they will take the next level course and apply what they have learned previously. English 101 and English 102 are a specific example of essentialism.

Alexander the Great :: essays research papers fc

Alexander the Great Introduction Alexander III was born on July 20th, 356 BC to King Philip II and Olympia’s. He was born in Pella, Macedonia. In 343 BC Aristotle was hired to educate Alexander at the age of 13. In 338 he commanded for the first time the Calvary during the battle of Chaeronea. Alexander ascends the throne of Macedonia in 336 BC after the murder of his father, King Philip II. 336-323 BC is when he started his empire, conquering kingdom after kingdom. Why was Alexander the Great? Alexander III was known as Alexander the Great to his people from 336-323 BC. Why to this day do we still look at Alexander the Great as one of the greatest rulers of the world? Even though Alexander ruled for only 13 years as king of Macedonian what made him gain the title as Alexander the Great? Should he be known for it because of his military skills, his popularity with his people or his leadership skills? Why did Alexander deserve to be called â€Å"the Great†? He was not the first of his time to be called it. There were two others before him that were called the Great, the Persian King Cyrus the Great and the Egyptian Pharaoh Ramses the Great. To this day his leadership skills are still considered by military experts as being the most outstanding commanders of all time. Alexander was able to motivate and inspire his troops to fight any battle for him by leading his troops, talked to every single troop and received the same wounds that they did. One thing that can only be marveled at is the over whelming factor, his charisma. He was the only individual that was able to hold together an empire together. After his death the empire fell apart into competing kingdoms. Alexander III is known to have helped shaped the world the way we know it today. Persians, Egyptians, Babylonians were eastern cultures that dominated the world until Alexander came into rule. He changed the focus on civilization from the eastern to the western societies, Greece and Rome. Alexander took the gold reserves of the Persian Kings and minted it into currency, using his resources to build new cities while continuing his conquest of other kingdoms. This enabled the Greek civilization to spread through out the known world and improving trade relations and activities. Alexander established an economic system that remained active until the industrial revolution in the 18th century.

Horror Movies Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Natural Born Killers,† â€Å" Psycho,† â€Å" Friday the 13th ,† and â€Å"The Legend of Sleepy Hollow† are all horror films. In these films there is always some crazy person or monster-like character that goes around and slaughters innocent people. And usually, but not all the time the killer is killed at the end of the movie. The media publishes or broadcasts stories that say that horror films influence people to imitate these wrongful acts of violence. I believe that these movies do not influence people to imitate these murderous crimes onto innocent people. Horror films are a way for people to exercise their violent emotions with out hurting anyone.   Ã‚  Ã‚  Ã‚  Ã‚  The media publishes ,in my mind stupid , stories about horror films that say that some whacked out kid has just killed someone because of a horror film he or she saw. I think that the kid blaming the movie is just a reason to get out of jail time. The parents of these kids should not be showing there 8 years old children horror films in the first place. That is why there is a ratings system. And all horror movies are rated R, which means no one under the age of 17 should watch the movie with out adult supervision.   Ã‚  Ã‚  Ã‚  Ã‚   A movie that comes to my mind for a movie supposedly influencing people is the Oliver Stone movie â€Å"Natural Born Killers.† In it Woody Harrelson and Juliette Lewis play a couple that go on a violent crime spree. They kill dozens ... Horror Movies Essay -- essays research papers fc   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Natural Born Killers,† â€Å" Psycho,† â€Å" Friday the 13th ,† and â€Å"The Legend of Sleepy Hollow† are all horror films. In these films there is always some crazy person or monster-like character that goes around and slaughters innocent people. And usually, but not all the time the killer is killed at the end of the movie. The media publishes or broadcasts stories that say that horror films influence people to imitate these wrongful acts of violence. I believe that these movies do not influence people to imitate these murderous crimes onto innocent people. Horror films are a way for people to exercise their violent emotions with out hurting anyone.   Ã‚  Ã‚  Ã‚  Ã‚  The media publishes ,in my mind stupid , stories about horror films that say that some whacked out kid has just killed someone because of a horror film he or she saw. I think that the kid blaming the movie is just a reason to get out of jail time. The parents of these kids should not be showing there 8 years old children horror films in the first place. That is why there is a ratings system. And all horror movies are rated R, which means no one under the age of 17 should watch the movie with out adult supervision.   Ã‚  Ã‚  Ã‚  Ã‚   A movie that comes to my mind for a movie supposedly influencing people is the Oliver Stone movie â€Å"Natural Born Killers.† In it Woody Harrelson and Juliette Lewis play a couple that go on a violent crime spree. They kill dozens ...

Increased Competition and Pricepressures in Supply Chain

CD5590 Professional Ethics in Science and Engineering Presentation: Ethics in Supply Chain Management (SCM) Abedullah Zaman Professional Ethics in Supply Chain Management Supply Chain Management Definition: The network of retailers, distributors, transporters, storage facilities and suppliers that participate in the sale, delivery and production of a particular product. In the simplest terms, Supply Chain Management (SCM) lets an organization get the right goods and services to the place they're needed at the right time, in the proper quantity and at an acceptable cost.Efficiently managing this process involves overseeing relationships with suppliers and customers, controlling inventory, forecasting demand and getting constant feedback on what's happening at every link in the chain. Professional Ethics in Supply Chain Management Roots of Ethics Professional ethics is about managing relations which is a crucial part in SCM. Successful companies use supply chains not only to reduce cos t and complement the product but also to nurture long-term valuedadded relationships.Professional Ethics in Supply Chain Management Why society is concerned about ethics within SCM? Environmental Effects Treatment plants for water, treatment of solid waste, gases Health and Safety In Food Industry- uses of pesticides, hormone-treatment of animals Consumer Rights Legislations about right to safety, right to choose, right to be heard. Professional Ethics in Supply Chain Management Ethical Model/Process Economic responsibilities: Supply Products and Services. Legal Responsibilities: Ethical Responsibilities: Obey Laws.Conduct business in a way that is morally consistent with the beliefs of society Professional Ethics in Supply Chain Management Reasons for Increasing Concern about Ethics in Supply Chains The pressure is coming from various sources. A wide range of stakeholders are interested in the social, ethical and environmental performance of the retail industry’s supply chai n. General Public Growing people's awareness of these issues and increasing expectations of companies' responsibilities.Investors and rating agencies It is also coming from investors as socially responsible investment becomes more mainstream. Managing supply chain issues is seen as one indicator of how well a company is run. Professional Ethics in Supply Chain Management Media The media are also becoming more interested in stories about malpractice, as are campaigning groups as they target new sectors and become more skilled at harnessing public opinion. Consumers More educated and discerning consumers.Government and NGOs Public exposure of poor labour standards in some factories and other establishments, often located in developing countries, can inadvertently undermine progress on establishing ethical trade and good labour practices. Professional Ethics in Supply Chain Management Examples Marks & Spencer Ethical concerns about child labour, prison labour, discrimination and terms and condition of work environment. M&S Ethical Global Sourcing Strategy: Global Sourcing Principles Partnership with Suppliers Social Audit and Verification Continual Improvements and SanctionsProfessional Ethics in Supply Chain Management Nike Labour involved in production of footballs. Code of Conduct- Improve working conditions in factories. Forced labor, Child Labor, Compensation, Benefits, Hours of work, Safety and health, Documentations and inspection. Reebok Sourcing Procedure- Supplier list based on â€Å"Fair Factories Clearing House† evaluation. Zero Tolerance Strategy GAP Apparel Outsourcing- Social Responsibility Professional Ethics in Supply Chain Management Addressing Ethical Issues in Supply ChainRole of Certifications Example: World Responsible Apparel Production (WRAP) WRAP is an independent, non-profit organization dedicated to the certification of lawful, humane and ethical manufacturing throughout the world. Other Regulations International Labour Organisat ion (ILO) Conventions United Nations (UN) Universal Declaration of Human Rights. Recent issues with SCM Research Trust in Supply Chains Ethical Supply Chain Ethical supply chain should communicate ethical behaviours and fair treatment to all its stake holders. Supply chains must satisfy societal expectationsProfessional Ethics in Supply Chain Management Discussions Child work can be seen as important in developing responsibility and independence as well as contributing to household economy. Should the societies be let isolated by not giving orders to already poor communities? Engagement or Disengagement strategy? Professional Ethics in Supply Chain Management Five Myths about Business Ethics 1. 2. 3. 4. 5. Ethics is personal Business and ethics don? t mix Business ethics is relative Good business means good ethics Information is neutral and amoral